Stage II: Indigenization
This theme focuses on the communication skills needed to better understand and articulate Indigenous worldviews and ways of being, fostering reconciliation between Indigenous and non-Indigenous people. Find out more about this theme here.
Choose a CLB level by clicking below to access information about Real-World Tasks and Detailed Sample Tasks for this theme.
CLB 5
CLB 6
CLB 7
CLB 8
Listening
CLB 5
Watch a video about an Indigenous process, such as Inuit methods of fishing or making Mi’kmaq bannock, to understand the process.
Comprehending Instructions
Understand simple to moderately complex directions and instructions for generally familiar and relevant procedures.
- Follows a range of basic cohesive devices indicating order and sequence.
- Seeks clarification and confirmation if required.
Listen to a short description of an Indigenous way of learning and take notes to summarize the information.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Gets the gist.
- Identifies key words and phrases.
Reproducing Information
Reduce short, factual, oral discourse (such as live or recorded phone messages or pre-recorded public information lines) to notes or messages.
- Includes important points with accurate details.
- Records details (such as names, addresses, numbers, dates, times and directions) legibly, with correct spelling and other standard conventions of capitalization and punctuation.
Listen to a short live or recorded Indigenous creation story to better understand Indigenous culture.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Gets the gist.
- Identifies key words and phrases.
Listen to a short interview with an Indigenous artist, educator or activist to better understand contemporary Indigenous contributions.
Comprehending Information
Understand information about familiar or relevant topics.
- Identifies opinions.
- Interprets descriptions, reports and explanations.
CLB 6
Watch a video about a more complex Indigenous process, such as beading or steps for a dance, to understand the process.
Comprehending Instructions
Understand moderately complex directions and instructions for technical or non-technical tasks.
- Follows a range of cohesive devices indicating order and sequence.
- Follows sequence markers or other linguistic clues to infer order of steps.
Listen to a description of some Indigenous ways of knowing and learning, and take notes to summarize the information.
Comprehending Information
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Identifies factual details, main ideas, supporting details and implied meanings.
- Identifies discourse indicators for cause and effect.
Reproducing Information
Reduce short, factual oral discourse (such as live or recorded phone messages, pre-recorded public information lines, podcasts and short presentations) to notes or messages.
- Takes notes and reduces written or oral information to important points with accurate details.
- Records main ideas or key details in point form.
Listen to a short live or recorded Indigenous creation story and take notes for personal use.
Comprehending Information
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Predicts what will happen next in a narration.
- Identifies discourse indicators for cause and effect.
Reproducing Information
Reduce short, factual oral discourse (such as live or recorded phone messages, pre-recorded public information lines, podcasts and short presentations) to notes or messages.
- Takes notes and reduces written or oral information to important points with accurate details.
- Records main ideas or key details in point form.
Listen to an interview with an Indigenous artist, educator or activist to better understand contemporary Indigenous contributions.
Comprehending Information
Understand short group interactions and discussions on familiar topics.
- Identifies factual details, main ideas, supporting details and implied meanings.
- Identifies discourse indicators for cause and effect.
CLB 7
Watch a video about ways of working more effectively with Indigenous Peoples.
Comprehending Instructions
Understand moderately complex directions and instructions for technical or non-technical tasks.
- Follows sequence markers, cohesive devices (connecting words, reference, parallel structure, substitution) or other linguistic clues to infer order of steps.
- Responds with actions to directions and instructions.
Listen to a live or recorded Indigenous creation story and take notes to share with a classmate or colleague.
Comprehending Information
Understand extended descriptive or narrative monologues or presentations about personal experiences, general knowledge or familiar work-related topics, even when some information is presented out of sequence.
- Makes inferences.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Reproducing Information
Reduce short oral discourse (such as live or recorded phone messages, pre-recorded public information, podcasts or short presentations) to notes.
- Takes notes in point form from an oral presentation.
- Conveys the essential information.
Listen to an interview with an Indigenous artist, educator or activist to better understand contemporary Indigenous contributions.
Comprehending Information
Understand short group interactions, discussions and meetings on generally familiar topics.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
- Identifies facts and opinions.
CLB 8
Watch a detailed video about how to advance Truth and Reconciliation in your workplace.
Comprehending Instructions
Understand extended multi step directions or instructions for technical or non-technical tasks.
- Follows sequence markers, cohesive devices (connecting words, reference, parallel structure, substitution) or other linguistic clues to infer order of steps.
- Responds with actions to directions and instructions.
Listen to a live or recorded Indigenous creation story and take notes to compare with creation stories in other cultures.
Comprehending Information
Understand extended monologues or presentations on topics that are generally familiar and related to general knowledge or technical/ work-related issues in own field.
- Identifies the main idea (which is not explicitly stated) and detailed information.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Reduce oral discourse about established procedures (given in a live demonstration, over the phone, or from pre-recorded audio or video material) into notes that can be used to write instructions.
- Reduces information to main points with accurate supporting details and no major omissions.
- Conveys essential information.
Watch a short documentary about an Indigenous artist, educator or activist to better understand contemporary Indigenous contributions.
Comprehending Information
Understand group interactions about abstract and complex ideas on familiar topics.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
- Interprets factual information, explanations and opinions.
Speaking
CLB 5
Greet an Indigenous artisan at a community event and make some small talk about their products.
Interacting With Others
Participate in basic social conversations for some everyday purposes.
- Opens and maintains a conversation.
- Responds to small talk.
Give a friend or coworker basic instructions on how to approach an Elder according to protocols from their specific nation.
Giving Instructions
Give instructions and directions for everyday activities and processes.
- Uses appropriate courtesy forms and structures.
- Uses appropriate expressions to sequence instructions.
Give a simple land acknowledgement at the start of a presentation, meeting or event.
Sharing Information
Give presentations about sequences of events; incidents in the past, present or future; or to describe scenes, pictures or daily routines.
- Presents information using connected discourse.
- Provides adequate descriptions.
CLB 6
Greet an Indigenous artisan at a community event, make small talk and ask a question about their products.
Interacting With Others
Participate in routine social conversations for some everyday purposes.
- Opens, maintains and closes a conversation.
- Uses and responds to small talk.
Give a friend or coworker instructions on how to approach an Elder, according to protocols from their specific nation, to ask them to make a presentation to your class or coworkers.
Giving Instructions
Give sequential instructions and directions for everyday activities and processes.
- Uses clear references.
- Checks to confirm understanding.
CLB 7
Greet an Indigenous artisan at a community event, make small talk and ask questions about their products.
Interacting With Others
Participate in less routine social conversations for many everyday purposes.
- Opens and maintains a short formal conversation, closing with 3 customary steps (pre-closing, closing, leave-taking).
- Asks follow-up questions to keep the conversation going.
Give a friend or co-worker instructions on how to approach an Elder, according to protocols from their specific nation, to ask them for advice on connecting your classmates or co-workers with the Indigenous community.
Giving Instructions
Give instructions and directions for technical and non-technical tasks, procedures and processes.
- Uses clear references and provides necessary details.
- Checks to confirm understanding.
CLB 8
Greet an Indigenous artisan at a community event, make small talk and ask detailed questions about their products.
Interacting With Others
Participate in less routine social conversations for most everyday purposes.
- Asks follow-up questions to keep conversations going.
- Uses appropriate levels of formality with increased ability.
Give a friend or coworker instructions on how to approach an Elder, according to protocols from their specific nation, to ask them to teach some words in their Indigenous language and share some of the language revitalization efforts that are taking place in their community with your class or workplace.
Giving Instructions
Give instructions and directions for a broad range of technical and non-technical tasks, procedures and processes.
- Uses clear references and provides necessary details.
- Uses appropriate intonation so that listener can follow.
Reading
CLB 5
Use a simple timeline to contrast Indigenous histories before and after contact.
Comprehending Instructions
Interpret information contained in formatted texts.
- Scans to locate relevant terms to access the information needed.
- Locates 2 relevant pieces of information in reference sources.
Read a short paragraph about the meaning of the phrase “Two-Spirit / Two Spirits / Two-Spirited” to get a basic understanding of what it means.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
CLB 6
Use a timeline to contrast Indigenous histories before and after contact.
Comprehending Instructions
Interpret information contained in formatted texts.
- Identifies purpose, main ideas and key details in prose or formatted texts.
- Compares facts to make choices.
Read one to two paragraphs about the phrase “Two-Spirit / Two Spirits / Two-Spirited” and understand the history of when and why it started to be used.
Comprehending Information
Understand moderately complex descriptive or narrative texts on familiar topics.
- Distinguishes facts from opinions.
- Identifies organization of text and links between paragraphs.
CLB 7
Compare Indigenous ways of knowing and learning to other ways of teaching and learning, and summarize the differences.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Distinguishes facts from opinions.
- Evaluates ideas in text to draw conclusions.
Reproducing Information
Reduce a text of up to about 2 pages to an outline or summary.
- Records main ideas or key details in point form.
- Records details such as names, addresses, dates and directions with correct spelling.
Use a timeline to contrast Indigenous histories before and after contact to examine the impact of contact.
Comprehending Information
Interpret information contained in moderately complex formatted texts.
- Interpret information contained in moderately complex formatted texts.
- Evaluates ideas in text to draw conclusions.
Read two to three paragraphs about Two-Spirit People and understand some of the roles that Two-Spirit People have held in Indigenous societies.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Evaluates ideas in text to draw conclusions.
- Identifies organization of text and links between paragraphs.
CLB 8
Compare Indigenous ways of knowing and learning to other ways of teaching and learning, and summarize the differences to consider how some of the ways could be applied in your classroom or workplace.
Comprehending Instructions
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Follows sequences of narrations or processes.
- Evaluates ideas in text, draws conclusions, compares with own opinion.
Reproducing Information
Reduce a text of up to about 2 pages to an outline or summary.
- Reduces information to main points with accurate supporting details and no major omissions.
- Conveys essential information.
Use a timeline to contrast Indigenous histories before and after contact to examine how the impact of contact differed for different Indigenous peoples.
Comprehending Information
Interpret information contained in moderately complex formatted texts.
- Analyzes information, supporting details, implied meaning and the writer’s point of view.
- Follows sequence of narration or process.
Read a text about Two-Spirit People and consider how some of the ways contact with settlers harmed them and their societies.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Follows sequences of narrations or processes.
- Evaluates ideas in text, draws conclusions, compares with own opinion.
Writing
CLB 5
Listen to a short description of an Indigenous way of learning and take notes to summarize the information.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Gets the gist.
- Identifies key words and phrases.
Reproducing Information
Reduce short, factual, oral discourse (such as live or recorded phone messages or pre-recorded public information lines) to notes or messages.
- Includes important points with accurate details.
- Records details (such as names, addresses, numbers, dates, times and directions) legibly, with correct spelling and other standard conventions of capitalization and punctuation.
CLB 6
Research and write notes for, then give
a land acknowledgement at the start of a
presentation, meeting or event.
Reproducing Information
Reduce a page of information to an outline or summary.
- Takes notes and reduces written or oral information to important points with accurate details.
- Records details (such as names, addresses, dates, times and directions) legibly and with correct spelling, capitalization and punctuation.
Sharing Information
Give detailed presentations about sequences of events; incidents in the past, present or future; simple processes; or to describe or compare things such as people and places.
- Provides adequate detailed descriptions.
- Shows some awareness of appropriate eye contact, body language, volume and rate.
CLB 7
Research and write notes for, then give a land acknowledgement at the start of a presentation, meeting or event and explain its purpose.
Reproducing Information
Reduce a text of up to about 2 pages to an outline or summary.
- Records main ideas or key details in point form.
- Records details such as names, addresses, dates and directions with correct spelling.
Sharing Information
Give presentations about moderately complex processes, to tell stories (including future scenarios), or to describe, compare and contrast in detail 2 events, jobs or procedures.
- Provides clear and detailed descriptions and comparisons.
- Shows developing awareness of appropriate eye contact, body language, volume and rate.
CLB 8
Research and write notes for, then give a land acknowledgement at the start of a presentation, meeting or event and explain its purpose and significance to you.
Reproducing Information
Reduce a text of up to about 2 pages to an outline or summary.
- Reduces information to main points with accurate supporting details and no major omissions.
- Conveys essential information.
Sharing Information
Give presentations to describe and explain structures, systems or processes based on research.
- Provides accurate and somewhat detailed descriptions, explanations or accounts.
- Shows awareness of appropriate eye contact, body language, volume and rate.
Sample Real World Tasks
This information is aligned with the Canadian Language Benchmarks (CLB) and is designed to help guide you in the planning process. You can use these sample real-world tasks to guide and inform your selection or creation of skill-building activities, skill-using tasks and assessment tasks
These sample real-world tasks include the following: skill, real-world task, competency area, one competency statement and two sample indicators of ability. This is not an exhaustive list: there are more indicators of ability and information about this CLB level in Canadian Language Benchmarks English as a Second Language for Adults. Consult this resource for more information and to select your own competencies or indicators of ability. Remember, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson plan, module plan or curriculum.
